Teachers' perception about the school-version of the assessment of motor and process skills applied to disabled students

Detalhes bibliográficos
Autor(a) principal: Baleotti, Luciana Ramos
Data de Publicação: 2011
Outros Autores: Zafani, Mariana Dutra, Faria, Maria das Graças Abreu de, Magalhães, Lívia de Castro
Tipo de documento: Artigo
Idioma: por
Título da fonte: Revista de Terapia Ocupacional da Universidade de São Paulo
Texto Completo: https://www.revistas.usp.br/rto/article/view/14114
Resumo: This study aims to verify under the teacher's point of view if the School Version of the Assessment of Motor and Process Skills (School - AMPS) applied to disabled students predicts the student's performance observed in the classroom. Ten disabled children, between four and eight years old, and their respective teachers participated on this research. The data was obtained through observation of children in clinical environment during the accomplishment of predetermined tasks, concerning the School - AMPS Brazilian version. The teachers were given a child's assessment report and applied a questionnaire composed of three questions. The data was analyzed quantitative and qualitatively. The results show that the School - AMPS made possible to identify if the child's performance was mostly considered deficient, satisfactory or intermediate and, moreover, it made possible to analyze the performance based on the perception of the existing relation among the person's demands, the task and the environment. The teachers have considered that the assessment report presented predicts compatibly the student's performance observed in the classroom. They have considered feasible the adapted pedagogical resources and the suggestions of strategies to minimize and/or overcome the difficulties observed in the student's performance. It has been concluded that the School - AMPS Brazilian version has potential as a functional performance measure on disabled children, between four and eight years old, and it may contribute to the occupational therapist's performance in the school context.
id USP-43_ecc37e3b30dd02cd906bf4767f31b355
oai_identifier_str oai:revistas.usp.br:article/14114
network_acronym_str USP-43
network_name_str Revista de Terapia Ocupacional da Universidade de São Paulo
repository_id_str
spelling Teachers' perception about the school-version of the assessment of motor and process skills applied to disabled students Percepção de professores sobre a avaliação de habilidades motoras e de processo - versão escolar aplicada aos alunos com deficiência física Educação especialPessoas com deficiênciaTerapia OcupacionalEducationspecialDisabled personOccupational therapy This study aims to verify under the teacher's point of view if the School Version of the Assessment of Motor and Process Skills (School - AMPS) applied to disabled students predicts the student's performance observed in the classroom. Ten disabled children, between four and eight years old, and their respective teachers participated on this research. The data was obtained through observation of children in clinical environment during the accomplishment of predetermined tasks, concerning the School - AMPS Brazilian version. The teachers were given a child's assessment report and applied a questionnaire composed of three questions. The data was analyzed quantitative and qualitatively. The results show that the School - AMPS made possible to identify if the child's performance was mostly considered deficient, satisfactory or intermediate and, moreover, it made possible to analyze the performance based on the perception of the existing relation among the person's demands, the task and the environment. The teachers have considered that the assessment report presented predicts compatibly the student's performance observed in the classroom. They have considered feasible the adapted pedagogical resources and the suggestions of strategies to minimize and/or overcome the difficulties observed in the student's performance. It has been concluded that the School - AMPS Brazilian version has potential as a functional performance measure on disabled children, between four and eight years old, and it may contribute to the occupational therapist's performance in the school context. Objetivou-se verificar sob a ótica do professor se a Avaliação de Habilidades Motoras e de Processo - Versão Escolar (School - Version of the Assessment of Motor and Process Skills - School-AMPS) aplicada aos alunos com deficiência física prediz o desempenho do aluno observado em sala de aula. Participaram dez crianças com deficiência física, entre quatro e oito anos de idade, e seus respectivos educadores. Os dados foram coletados por meio da observação das crianças em ambiente clínico durante a realização de tarefas pré-determinadas, com base na versão brasileira da School-AMPS. Aos educadores foi apresentado um relatório de avaliação da criança e aplicado um questionário composto por três questões. Os dados foram analisados de forma quantitativa e qualitativa. Os resultados apontaram que a School-AMPS possibilitou identificar se o desempenho da criança foi, na sua maioria, considerado deficitário, satisfatório ou intermediário e, sobretudo, possibilitou analisar o desempenho a partir da percepção da relação existente entre demandas da pessoa, da tarefa e do ambiente. Os educadores consideraram que o relatório de avaliação apresentado prediz de forma compatível o desempenho do aluno observado em sala de aula. Consideraram viáveis os recursos pedagógicos adaptados e as sugestões de estratégias para minimizar e/ou superar as dificuldades observadas no desempenho do aluno. Conclui-se que a versão brasileira da School-AMPS tem potencial como medida de desempenho funcional em crianças com deficiência física, entre quatro e oito anos de idade, e pode contribuir para a atuação do terapeuta ocupacional no contexto escolar. Universidade de São Paulo. Faculdade de Medicina2011-04-01info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdfhttps://www.revistas.usp.br/rto/article/view/1411410.11606/issn.2238-6149.v22i1p1-9Revista de Terapia Ocupacional da Universidade de São Paulo; Vol. 22 Núm. 1 (2011); 1-9Revista de Terapia Ocupacional da Universidade de São Paulo; Vol. 22 No. 1 (2011); 1-9Revista de Terapia Ocupacional da Universidade de São Paulo; v. 22 n. 1 (2011); 1-92238-61491415-9104reponame:Revista de Terapia Ocupacional da Universidade de São Pauloinstname:Universidade de São Paulo (USP)instacron:USPporhttps://www.revistas.usp.br/rto/article/view/14114/15932Baleotti, Luciana RamosZafani, Mariana DutraFaria, Maria das Graças Abreu deMagalhães, Lívia de Castroinfo:eu-repo/semantics/openAccess2014-10-17T12:24:38Zoai:revistas.usp.br:article/14114Revistahttp://www.revistas.usp.br/rtoPUBhttps://www.revistas.usp.br/rto/oai||revto@usp.br2238-61491415-9104opendoar:2014-10-17T12:24:38Revista de Terapia Ocupacional da Universidade de São Paulo - Universidade de São Paulo (USP)false
dc.title.none.fl_str_mv Teachers' perception about the school-version of the assessment of motor and process skills applied to disabled students
Percepção de professores sobre a avaliação de habilidades motoras e de processo - versão escolar aplicada aos alunos com deficiência física
title Teachers' perception about the school-version of the assessment of motor and process skills applied to disabled students
spellingShingle Teachers' perception about the school-version of the assessment of motor and process skills applied to disabled students
Baleotti, Luciana Ramos
Educação especial
Pessoas com deficiência
Terapia Ocupacional
Education
special
Disabled person
Occupational therapy
title_short Teachers' perception about the school-version of the assessment of motor and process skills applied to disabled students
title_full Teachers' perception about the school-version of the assessment of motor and process skills applied to disabled students
title_fullStr Teachers' perception about the school-version of the assessment of motor and process skills applied to disabled students
title_full_unstemmed Teachers' perception about the school-version of the assessment of motor and process skills applied to disabled students
title_sort Teachers' perception about the school-version of the assessment of motor and process skills applied to disabled students
author Baleotti, Luciana Ramos
author_facet Baleotti, Luciana Ramos
Zafani, Mariana Dutra
Faria, Maria das Graças Abreu de
Magalhães, Lívia de Castro
author_role author
author2 Zafani, Mariana Dutra
Faria, Maria das Graças Abreu de
Magalhães, Lívia de Castro
author2_role author
author
author
dc.contributor.author.fl_str_mv Baleotti, Luciana Ramos
Zafani, Mariana Dutra
Faria, Maria das Graças Abreu de
Magalhães, Lívia de Castro
dc.subject.por.fl_str_mv Educação especial
Pessoas com deficiência
Terapia Ocupacional
Education
special
Disabled person
Occupational therapy
topic Educação especial
Pessoas com deficiência
Terapia Ocupacional
Education
special
Disabled person
Occupational therapy
description This study aims to verify under the teacher's point of view if the School Version of the Assessment of Motor and Process Skills (School - AMPS) applied to disabled students predicts the student's performance observed in the classroom. Ten disabled children, between four and eight years old, and their respective teachers participated on this research. The data was obtained through observation of children in clinical environment during the accomplishment of predetermined tasks, concerning the School - AMPS Brazilian version. The teachers were given a child's assessment report and applied a questionnaire composed of three questions. The data was analyzed quantitative and qualitatively. The results show that the School - AMPS made possible to identify if the child's performance was mostly considered deficient, satisfactory or intermediate and, moreover, it made possible to analyze the performance based on the perception of the existing relation among the person's demands, the task and the environment. The teachers have considered that the assessment report presented predicts compatibly the student's performance observed in the classroom. They have considered feasible the adapted pedagogical resources and the suggestions of strategies to minimize and/or overcome the difficulties observed in the student's performance. It has been concluded that the School - AMPS Brazilian version has potential as a functional performance measure on disabled children, between four and eight years old, and it may contribute to the occupational therapist's performance in the school context.
publishDate 2011
dc.date.none.fl_str_mv 2011-04-01
dc.type.driver.fl_str_mv info:eu-repo/semantics/article
info:eu-repo/semantics/publishedVersion
format article
status_str publishedVersion
dc.identifier.uri.fl_str_mv https://www.revistas.usp.br/rto/article/view/14114
10.11606/issn.2238-6149.v22i1p1-9
url https://www.revistas.usp.br/rto/article/view/14114
identifier_str_mv 10.11606/issn.2238-6149.v22i1p1-9
dc.language.iso.fl_str_mv por
language por
dc.relation.none.fl_str_mv https://www.revistas.usp.br/rto/article/view/14114/15932
dc.rights.driver.fl_str_mv info:eu-repo/semantics/openAccess
eu_rights_str_mv openAccess
dc.format.none.fl_str_mv application/pdf
dc.publisher.none.fl_str_mv Universidade de São Paulo. Faculdade de Medicina
publisher.none.fl_str_mv Universidade de São Paulo. Faculdade de Medicina
dc.source.none.fl_str_mv Revista de Terapia Ocupacional da Universidade de São Paulo; Vol. 22 Núm. 1 (2011); 1-9
Revista de Terapia Ocupacional da Universidade de São Paulo; Vol. 22 No. 1 (2011); 1-9
Revista de Terapia Ocupacional da Universidade de São Paulo; v. 22 n. 1 (2011); 1-9
2238-6149
1415-9104
reponame:Revista de Terapia Ocupacional da Universidade de São Paulo
instname:Universidade de São Paulo (USP)
instacron:USP
instname_str Universidade de São Paulo (USP)
instacron_str USP
institution USP
reponame_str Revista de Terapia Ocupacional da Universidade de São Paulo
collection Revista de Terapia Ocupacional da Universidade de São Paulo
repository.name.fl_str_mv Revista de Terapia Ocupacional da Universidade de São Paulo - Universidade de São Paulo (USP)
repository.mail.fl_str_mv ||revto@usp.br
_version_ 1798042669630357504

Registros relacionados